Students’ IT identity in Learning through Construction Courses

This article describes the work in progress of a PhD candidate who investigates how Learning through construction (LtC) affects the formation of identity in students. Thematic qualitative study with principles of constructivist Grounded Theory aims to investigate what the students experience in the context of LtC, and how they are affected by these experiences? So far, several questions regarding research methodology and theoretical framework have emerged. Those issues are described and discussed in this article and are as follows: finding appropriate time to include theory in GT research, conceptualizing identity and defining aspects of identity relevant for the study, approaching topics in a broad manner versus narrowing down and presenting in detail just one specific fragment of the current study. Results from a preliminary analysis of four interviews with students from Games and Entertainment Technology university study program are presented as well. The research focuses on students’ experiences during GameLab, a course where they work in groups and construct games. Preliminary results suggest that choice of studies is made based on personal interest and passion for gaming. LtC courses illustrate to students the complexity of the work in Game industry and the variety of jobs that exist in that industry. Even though there are many options to choose from, students are particularly interested in becoming Game Designers. Their chosen role performed in the context of GameLab is influenced by their previous experiences, and it affects the nature of their contribution to group projects. Students benefit from being part of a group that promotes the sharing of ideas, and this leads to better products. In particular, female involvement affects the diversity of the product characteristics.